Impediments to Educative Practicum: The Case of Teacher Preparation in Ethiopia

Autor/in	Hussein, Jeylan Wolyie
Titel	Impediments to Educative Practicum: The Case of Teacher Preparation in Ethiopia
Quelle	In: Research in Post-Compulsory Education, 16 (2011) 3, S.333-355 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2011.602244
Schlagwörter	Preservice Teacher Education; Practicums; Foreign Countries; Case Studies; Phenomenology; Theory Practice Relationship; Professional Development; Focus Groups; Mentors; Ethiopia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Ausland; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie; Theorie-Praxis-Beziehung; Äthiopien
Abstract	The study is a phenomenological case study into the lived experience of teacher candidates and associate teachers in Ethiopia. The aim of the study was to gain a phenomenological sensitivity to the "lived" experience of the participants and through that to identify key structural and conceptual impediments to meaningful professional learning. The study presents analysis of how the problems framed as "structural and conceptual impediments" have jeopardised the emotional and professional well-being of the participants. The implication of the findings for teacher education institutions that use practicum as a strategy to prepare teachers was drawn. This, in a nutshell, is the view that shared responsibility for teacher candidates' learning is impossible without shared understanding, values and directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10